12. Children's Social Networks and the Development of Social Competence: A Longitudinal Analysis

Godde, M; Engfer, Anette

doi:10.1515/9783110866377.191

Cited by 8 publications

(7 citation statements)

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“…Because sociable children are likely to engage in social interactions and obtain instrumental and emotional support from others, sociability may constitute a social resource that buffers against the negative effects of psychological stress and distress. As a result, sociable children may be less likely than others to develop internalising symptoms including negative perceptions of self-worth, feelings of social isolation and loneliness, and depressed affect (Godde & Engfer, 1994).…”

Section: Discussionmentioning

confidence: 99%

“…In Western cultures, sociability or the initiative toward interpersonal behaviour is highly emphasised; it is likely associated with an individual's social impact and status in the peer group (e.g., Rubin et al, 1995). Moreover, sociability is considered important because it may lead to the development of close relationships, which may serve as sources of support and intimacy (Erikson, 1968); in this regard, sociability and its putative relationship consequences may protect children from developing psychoemotional problems (e.g., Godde & Engfer, 1994;Rubin et al, 1995).…”

mentioning

confidence: 99%

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Sociability and prosocial orientation as predictors of youth adjustment: A seven-year longitudinal study in a Chinese sample

Chen¹,

Liu

Rubin

et al. 2002

International Journal of Behavioral Development

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The purpose of the study was to examine contributions of sociable and prosocial dimensions of social competence in childhood to the prediction of educational attainment and socioemotional adjustment in early adulthood in urban China. A sample of children at 12 years of age participated in the original study, and was followed up seven years later when they graduated from high school. Sociability and prosocial orientation in childhood were assessed by peer evaluations. Data concerning youth adjustment were collected from self-reports of the participants and their parents. The results indicated that sociability and prosocial orientation had differential signi cance for later adjustment in different areas. Whereas prosocial orientation made unique contributions to the prediction of educational achievement, sociability in the early years was a signi cant and reliable predictor of later socioemotional adjustment.

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Section: Discussionmentioning

confidence: 99%

mentioning

confidence: 99%

Sociability and prosocial orientation as predictors of youth adjustment: A seven-year longitudinal study in a Chinese sample

Chen¹,

Liu

Rubin

et al. 2002

International Journal of Behavioral Development

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“…Other researchers have also shown that children's social adjustment problems were associated with anxiety (e.g., Fox et al, 2005;Olsen & Rosenblaum, 1998;Strauss, et al, 1988;. This association might reflect these children's difficulty in initiating and participating in positive socialization experiences with their peers, which foster the establishment of a mutual support system (Chen & French, 2008;Eisenberg & Mussen, 1989;Godde & Engfer, 1994). Because they are deprived of such a source of support at school, it is plausible that these children are less immunized to deal with the stress of daily life, thus predisposing them to develop anxiety symptoms.…”

Section: Behavioral Characteristics and Maternal Parenting Of Anxiousmentioning

confidence: 97%

Trajectories of anxiety in a population sample of children: Clarifying the role of children's behavioral characteristics and maternal parenting

et al. 2010

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This study pursued three goals. The first goal was to explore children's trajectories of anxiety from age 6 to 12 using a representative community sample. The second goal was to assess the link between certain behavioral characteristics assessed in kindergarten (i.e., inattention, hyperactivity, aggressiveness, and low prosociality) and these trajectories. The third goal was to determine whether certain aspects of maternal parenting (i.e., warmth and discipline) could moderate the association between these characteristics and the trajectories of anxiety. A population sample of 2,000 children (1,001 boys, 999 girls) participated in this longitudinal study. Developmental trajectory analyses allowed us to identify four trajectory groups: low, low-increasing, high-declining, and high anxiety groups. Moreover, multinomial logistic regressions revealed a profile of children at risk of developing high anxiety symptoms (i.e., high group), characterized by sociofamily adversity, inattention, and low prosociality in the classroom. Hyperactivity was also found in this profile, but only for children exposed to a mother who showed little affective warmth. Finally, mothers' high level of discipline increased the odds of belonging to the high anxiety group. The results are discussed in relation to studies examining the association among anxiety, behavioral characteristics, and parenting during childhood.

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“…This change in the nature of the social context means that children will be likely to become aware of the implicit rules of group membership which have an in uence on the acquisition and development of social comparisons related to gender. For example, numerous studies provide evidence of children's preferences for same gender playmates during the commencement of schooling (Smith, 1986;Maccoby & Jacklin, 1987;Daniels-Beirness, 1989;Archer, 1992;Thorne, 1993;Godde & Engfer, 1994).…”

Section: An Illustration From the First Transition To Formal Schoolingmentioning

confidence: 99%

The Importance of Gender as an Aspect of Identity at Key Transition Points in Compulsory Education

Jackson

Warin

2000

British Educational Res J

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This article focuses upon the role of gender as a signi cant aspect of self-concept, one that acquires particular salience at times of transition in a person's life. We suggest that transitional phases intensify the sociocultural processes of identity construction, and that gender acquires particular salience as an aspect of identity at these times of transition. Both authors have undertaken studies that focused on gender as an aspect of identity during key transitional phases of the school career, one focused on the rst transition to formal schooling and the other on the transition from primary to secondary schooling. Illustrations will be drawn from both these studies to support the suggestion that the social category of gender functions as a means of providing a schematic principle for 'coping' with transitions. We outline a programme for further empirical research that could be employed to develop and explore this suggestion further.

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12. Children's Social Networks and the Development of Social Competence: A Longitudinal Analysis

Cited by 8 publications

References 0 publications

Sociability and prosocial orientation as predictors of youth adjustment: A seven-year longitudinal study in a Chinese sample

Sociability and prosocial orientation as predictors of youth adjustment: A seven-year longitudinal study in a Chinese sample

Trajectories of anxiety in a population sample of children: Clarifying the role of children's behavioral characteristics and maternal parenting

The Importance of Gender as an Aspect of Identity at Key Transition Points in Compulsory Education

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